This document outlines learning objectives for an Orange level reading group covering both text and word level skills. At the text level, the objectives focus on making predictions, determining fiction vs non-fiction, understanding paragraph structure, and using illustrations to aid comprehension. At the word level, the objectives include identifying tricky words, reading high-frequency words, analyzing multi-syllabic words, reading with fluency and expression, and applying phonics rules.
This document outlines learning objectives for an Orange level reading group covering both text and word level skills. At the text level, the objectives focus on making predictions, determining fiction vs non-fiction, understanding paragraph structure, and using illustrations to aid comprehension. At the word level, the objectives include identifying tricky words, reading high-frequency words, analyzing multi-syllabic words, reading with fluency and expression, and applying phonics rules.
This document outlines learning objectives for an Orange level reading group covering both text and word level skills. At the text level, the objectives focus on making predictions, determining fiction vs non-fiction, understanding paragraph structure, and using illustrations to aid comprehension. At the word level, the objectives include identifying tricky words, reading high-frequency words, analyzing multi-syllabic words, reading with fluency and expression, and applying phonics rules.
Learning Objectives: Text Level/Reading Strategies Learning Objectives: Word Level
• Make predictions and justify my opinions. E.g. at the beginning of the • Identifying any new or ‘tricky’ words before I start reading story, or as I am reading by predicting what might happen next • Reading any new high-frequency words correctly • Skimming through the book and deciding if it is fiction or non-fiction • Analyse multi syllabic words in the text, and break words into syllables to • Understanding that each paragraph and chapter has a new idea help me say them • Look at photographs, illustrations and diagrams, and read the contents • Reading sentences with fluency (like we talk), pausing at the full stops page, captions, labels and glossary to help me make sense of the text and commas. Use other punctuation to read with expression. • Retell the story or information to show my understanding. • Using the full stops and commas to help break down long sentences, so • Describe the main characters I understand each part. • Make more sophisticated inferences about the text • Discuss changes to the end of root words e.g. coming, cried • Sheena Cameron strategies, e.g. does it look right/sound right, try again, • Consolidate knowledge of contractions and/or compound words stop & think, picture, using dominant sounds or chunks of words • Liz Kane phonics rules, e.g. digraphs, open/closed syllables, floss, magic ‘e’, suffix ‘ed’, ck or k?